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Burke_Thesis_Approved.pdf (460.41 KB)
ETD Abstract Container
Abstract Header
Project-Based Learning in the College Composition Classroom: A Case Study
Author Info
Burke, Zoe Litton
ORCID® Identifier
http://orcid.org/0000-0002-8586-7038
Permalink:
http://rave.ohiolink.edu/etdc/view?acc_num=dayton1589879523305486
Abstract Details
Year and Degree
2020, Master of Arts (M.A.), University of Dayton, English.
Abstract
Many college composition instructors are facing lower levels of student engagement in their classes, and it is not entirely clear why this disengagement is happening or what we can do to stop it. To test a potential solution to this problem, the author built and taught two sections of a second-year college composition course using the structure of Project-Based Learning (PBL), then performed a qualitative summative evaluation of each section using interviews with students and personal notes. This paper concludes that students prefer the PBL classes to traditional English classes for a variety of reasons, including the wider range of choice and control afforded to them by projects and the real-world impact of their creations, but that PBL can make it more challenging for instructors to meet all learning outcomes. While there are many limitations to PBL, it is worth considering as a possible model for composition instructors and an exciting new area of study for composition scholars.
Committee
Bryan Bardine, Ph.D. (Advisor)
Margaret Strain, Ph.D. (Committee Member)
Fatima Esseili, Ph.D. (Committee Member)
Pages
60 p.
Subject Headings
Composition
;
Education
;
Higher Education
;
Pedagogy
;
Teaching
Keywords
college teaching
;
project-based learning
;
composition
;
composition pedagogy
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EndNote
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Citations
Burke, Z. L. (2020).
Project-Based Learning in the College Composition Classroom: A Case Study
[Master's thesis, University of Dayton]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1589879523305486
APA Style (7th edition)
Burke, Zoe.
Project-Based Learning in the College Composition Classroom: A Case Study.
2020. University of Dayton, Master's thesis.
OhioLINK Electronic Theses and Dissertations Center
, http://rave.ohiolink.edu/etdc/view?acc_num=dayton1589879523305486.
MLA Style (8th edition)
Burke, Zoe. "Project-Based Learning in the College Composition Classroom: A Case Study." Master's thesis, University of Dayton, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1589879523305486
Chicago Manual of Style (17th edition)
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Document number:
dayton1589879523305486
Download Count:
566
Copyright Info
© 2020, all rights reserved.
This open access ETD is published by University of Dayton and OhioLINK.